与 ESG 活动挂钩的初中生态过渡教育课程开发研究

Jong-mi Kim, Yong Cho
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引用次数: 0

摘要

目标 本研究以生态过渡教育为综合课题,分析2015年修订和2022年修订的初中课程总纲和具体文件,尝试开发与ESG活动相关联的初中教育课程。为此,2023 年 2 月至 3 月为规划和诊断阶段,4 月至 10 月为全面研究阶段,11 月至次年 2 月为研究成果的分析和归纳阶段。在听取了两轮专家意见后,我们对与 ESG 活动相关联的生态转型教育计划进行了修改和补充,并将其与地球环境(E)实践活动、社会实现(S)实践活动和合作共赢(G)实践活动等 ESG 活动有机地联系起来。制定了生态转换教育计划。结果 研究与开发的具体内容有:(1)与 ESG 活动相联系的生态转换教育内容体系的构成;(2)与 ESG 活动相联系的生态转换教育类型的确立;(3)与 ESG 活动相联系的生态转换教育的九个方案;(4)从与 ESG 活动相联系的生态转换教育的课程设计内容等五个方面证实了开发与 ESG 活动相联系的中学生态转换教育方案的充分性和有效性;(5)生态素养的培养程度。结论 第一,在一定程度上促进了生态素养(全球环境实践能力、社会实施能力、合作共赢 实践能力)的培养。第二,有助于加强与学校课程相关的生态转型教育。第三,有助于营造减少碳排放的校园文化。第四,随着生态转型教育意识的提高,师生的实践能力也得到了提升。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Study on the Development of Middle School Ecological Transition Education Program linked to ESG Activities
Objectives This study took ecological transition education as an integrated subject, analyzed the general and spe-cific documents of the 2015 revised and 2022 revised middle school curriculum, and attempted to develop a mid-dle school education program linked to ESG activities. Methods To this end, the planning and diagnosis phase was carried out from February to March 2023, the full-scale research project was carried out from April to October, and analysis and generalization of research re-sults were conducted from November to February of the following year. After receiving two rounds of expert ad-vice, we modified and supplemented the ecological transition education program linked to ESG activities and or-ganically linked it with the ESG activities of Earth Environment (E) practice activities, Social Realization (S) practice activities, and Win-Win Cooperation (G) practice activities. An ecological conversion education program was developed. Results The details of the research and development are (1) composition of the content system of ecological transformation education linked to ESG activities, (2) establishment of types of ecological transformation educa-tion linked to ESG activities, (3) nine programs of ecological transformation education linked to ESG activities, (4) The adequacy and effectiveness of developing a middle school ecological transition education program linking ESG activities was confirmed in five aspects, including the curriculum design content of ecological transition education linked to ESG activities and (5) the degree of ecological literacy cultivation. Conclusions Firstly, it contributed to a certain extent in cultivating ecological literacy (capacity to practice global environment, competency to implement social implementation, and competency to practice win-win coopera-tion). Secondly, it was helpful in strengthening ecological transition education linked to the school curriculum. Thirdly, it helped create a school culture that reduces carbon emissions. Fourthly, along with awareness of eco-logical transition education, the practical capabilities of teachers and students were improved.
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